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Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics

The purpose of this study was to determine the effectiveness of virtual assessment software as a means of immediate feedback for preclinical fixed prosthodontics course. The subjects of the study were second year dental students with no previous training in fixed prosthodontics. Nine students partic...

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Autores principales: Sadid‐Zadeh, Ramtin, D'Angelo, Elizabeth H., Gambacorta, Joseph
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6203830/
https://www.ncbi.nlm.nih.gov/pubmed/30386641
http://dx.doi.org/10.1002/cre2.129
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author Sadid‐Zadeh, Ramtin
D'Angelo, Elizabeth H.
Gambacorta, Joseph
author_facet Sadid‐Zadeh, Ramtin
D'Angelo, Elizabeth H.
Gambacorta, Joseph
author_sort Sadid‐Zadeh, Ramtin
collection PubMed
description The purpose of this study was to determine the effectiveness of virtual assessment software as a means of immediate feedback for preclinical fixed prosthodontics course. The subjects of the study were second year dental students with no previous training in fixed prosthodontics. Nine students participated in the study. Participants completed 2 days of didactic training focused on the principles of tooth preparation and the use of intraoral scanners and virtual assessment software. Didactic training was followed by 12 sessions of practical exercises. Students were randomly assigned to one of three groups for training in the preparation of tooth no. 46 for a complete cast crown. Students received feedback from (a) faculty interaction only; (b) interactions with both faculty and virtual assessment software; or (c) interactions with only virtual assessment software. During Sessions 5, 10, and 12, students prepared tooth no. 46 for complete cast crown independently and without any immediate feedback to simulate a practical exam. Prepared teeth were collected at Sessions 5, 10, and 12, and two blinded faculty members assessed the teeth following an established rubric. Results from Session 12 showed that preparations that one of three students and two of three students respectively for student–faculty interaction and student–faculty–Compare software interaction groups did not meet acceptable standards. However, the students in student–Compare software interaction group generated acceptable preparations at week 12. These data suggest that immediate feedback via virtual assessment software may be as effective as one‐on‐one faculty instruction for dental students in fixed prosthodontics.
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spelling pubmed-62038302018-11-01 Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics Sadid‐Zadeh, Ramtin D'Angelo, Elizabeth H. Gambacorta, Joseph Clin Exp Dent Res Original Articles The purpose of this study was to determine the effectiveness of virtual assessment software as a means of immediate feedback for preclinical fixed prosthodontics course. The subjects of the study were second year dental students with no previous training in fixed prosthodontics. Nine students participated in the study. Participants completed 2 days of didactic training focused on the principles of tooth preparation and the use of intraoral scanners and virtual assessment software. Didactic training was followed by 12 sessions of practical exercises. Students were randomly assigned to one of three groups for training in the preparation of tooth no. 46 for a complete cast crown. Students received feedback from (a) faculty interaction only; (b) interactions with both faculty and virtual assessment software; or (c) interactions with only virtual assessment software. During Sessions 5, 10, and 12, students prepared tooth no. 46 for complete cast crown independently and without any immediate feedback to simulate a practical exam. Prepared teeth were collected at Sessions 5, 10, and 12, and two blinded faculty members assessed the teeth following an established rubric. Results from Session 12 showed that preparations that one of three students and two of three students respectively for student–faculty interaction and student–faculty–Compare software interaction groups did not meet acceptable standards. However, the students in student–Compare software interaction group generated acceptable preparations at week 12. These data suggest that immediate feedback via virtual assessment software may be as effective as one‐on‐one faculty instruction for dental students in fixed prosthodontics. John Wiley and Sons Inc. 2018-09-14 /pmc/articles/PMC6203830/ /pubmed/30386641 http://dx.doi.org/10.1002/cre2.129 Text en ©2018 The Authors. Clinical and Experimental Dental Research published by John Wiley & Sons Ltd. This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Sadid‐Zadeh, Ramtin
D'Angelo, Elizabeth H.
Gambacorta, Joseph
Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title_full Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title_fullStr Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title_full_unstemmed Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title_short Comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
title_sort comparing feedback from faculty interactions and virtual assessment software in the development of psychomotor skills in preclinical fixed prosthodontics
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6203830/
https://www.ncbi.nlm.nih.gov/pubmed/30386641
http://dx.doi.org/10.1002/cre2.129
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